Technology and environmental science are sometimes considered as two science fields representing findings or points of view that are so different from each other that they cannot be made compatible. Is the situation really that? It is this contradiction real or is it just a result of the distance between the two scientific disciplines, which are using usually different terms, means, methods and instruments? And what is the situation when these two disciplines are parts of tertiary education of one person? The conflict rarely occurs in the narrowly focused and highly targeted fields of tertiary education but in preparing of future primary teachers is hard to avoid it. The training is very wide and covers many fields including environmental and technology education. What is the relationship of future teachers to these fields and what constitutes their environmental and technological literacy? That is the main question of this paper. The answers were gained by means of qualitative research design. The series of interviews were conducted among Czech pre-service teachers of the primary school of all grades. The interviews were analyzed – encoded and the results are presented in a standard way. The results show that the relationship between the environmental and technical literacy is possible to find mainly in common life situations. It was also identified distinct codes categorization into three categories – influences and circumstances, respondents’ behavior and respondents’ knowledge, tools and skills. The conclusion of the article is the proposal for quantitative research containing research questions.